二年级下册英语2BM1U1教案(上海牛津版)
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TEACHING PLAN Oxford‎ English 2B 摘要 SHANGHAI‎ KUNMING ‎SCHOOL J. T.‎ ‎ ‎ Teaching plan Subject: 2B M1U1 What can you see?‎ Ⅰ. 教材单元分析:‎ 1. 学生情况分析 本单元是牛津小学英语(上海版)新教材2B的第一个单元,学生已经过了一年半的英语学习,对新教材的模式以及学习要求也已基本适应,对教材上的四会单词基本都能达到听,说,读,写,拼背的程度;听,说,运用所学句型,对话;能进行基本的日常用语交流;能掌握简单的语法知识点,如单复数的区分,a, an的用法等。‎ ‎ 2.教材分析 就本单元学习内容而言,学生对颜色类的单词已掌握了red, green, blue, yellow,并达到四会的程度;orange, white这两个单词达到了三会的要求,已能运用What can you see? I can see… What colour is it? It is…. 单数形式进行问答交流,简单陈述物体的颜色。‎ 3. 单元教学目标分析 知识与能力 (1) 学生掌握颜色类的词汇:purple, pink, black, brown (2) 学生能运用What colour are they? They are…这个句型来描述自己所看到一些物品的颜色。‎ 2. 正确使用情态动词“can”进行问答和交流 (3) 正确诵读儿歌“rainbow”,注意使用正确的语音语调。‎ 过程与方法 ‎(1) 能运用所学新单词进行说话练习 ‎ (2) 通过与老师、学生的对话,表演等培养学生的表达交流能力 ‎(3) 通过对儿歌的改编,培养学生的创新思维和能力 ‎ 情感态度与价值观 培养学生对色彩的观察能力,从而激发他们对自然界的热爱, 对多彩生活的热爱。‎ 4. 教学策略分析 ‎(1)兴趣激励法,通过儿歌的诵读,表演,不同形式的操练方法等形式激发学生学习的兴趣。‎ ‎(2)循序渐进,由易到难,逐步推进,增加所学知识的再现率。‎ ‎(3)创造机会,通过编对话,改编儿歌等形式激发学生的创新思维,增加语言的运用机会,提高说话能力,丰富语段。‎ ‎(5) 创设情景教学,让学生在情景中综合运用所学知识。‎ Ⅱ. 教学实录(2课时)‎ Period 1‎ Title M1U1 What can you see? ‎ Look and learn Play a game Aims Basic aims: ‎ 1. Knowledge aims a. Read, pronounce and use the words: purple, pink, black, brown, white, orange b. Learn to say: What can you see? I can see…‎ ‎ What colour is it? It’s…‎ 2. Ability aims:‎ a. Using the modal verb “can” to identify what one can see ‎ e.g. I can see a pear.‎ b. Using Wh-questions to find out the colour of the object ‎ e.g. What colour is it?‎ ‎3. Emotional aims:‎ ‎ Help them find out the colours around us, and prompt them to know the word is colourful.‎ Developing aims: ‎ ‎1. Using the modal verb “can” to identify what one can see the colour of the object e.g. I can see a yellow pear.‎ ‎2. Using Wh-questions to find out the colour of the specific object ‎ e.g. What colour is the pear?‎ Main points ‎1. Listening and pronouncing the words correctly. ‎ e.g. purple, pink, black, brown, white, orange ‎2. Using Wh-questions to find out the colour of the object e.g. What colour is it?‎ Difficult points The usage of “a” and “the” in the sentence structure e.g. What can you see? I can see a pear.‎ ‎ What colour is the pear? It’s yellow.‎ Teaching aids Multi media Procedures Steps Contents Methods ‎ Purpose Pre-task preparation ‎1. Revision: letters ‎2. Greetings and talking Recite them together like this:‎ Aa Aa –Bb Bb…Zz Aa apple- Bb bag…Zz zebra T—P e.g. How are you?‎ ‎ What do you like?‎ 课前有节奏的诵读字母儿歌,既可以活跃课堂气氛,又可以复习上学期所学内容。‎ ‎ What can you do?‎ 在逐步的引导交流中,能帮助学生再现已学知识,将其领进英语学习的氛围中来。为新课做相应的准备。‎ While-task procedure ‎1. ‎ A song ‎ 1. Revision: ‎ Red blue green yellow ‎3. white ‎ orange Listen and watch the flash.‎ After watching, have them answer my question: What colour can you see? To elicit: red, blue, green, yellow a. read and spell ‎ e.g. P1--I know “red”, red, red, r-e-d, red Ps-- red, red, r-e-d, red b. make the sentence e.g. I like red.‎ My pencil is green. etc Have them guess what colour do I like. ‎ To elicit: white a. read and spell ‎(a group by a group)‎ b. think and remember white write a. Show a white ball, and tell them that it is magical; it can change into other things. Ask: ‎ What can it change into?‎ To elicit: ‎ orange (橘子)‎ b. read and spell ‎(boys, girls)‎ c.The orange is .‎ 通过flash歌曲来引出已学过的四个颜色类的单词。‎ 发挥学生的主动性。‎ 用造句的形式来练习单词,练习说话,可以培养学生的创新能力及竞争能力。‎ 猜一猜,学生更有兴趣。‎ 让学生通过联想以前所学的单词write来记忆white,同时可以纠正发音。‎ ‎ 用魔术变东西这样的形式可以吸引学生的注意力。‎ 看图说句子,可发挥学生想象,又可以趁此引出orange 的另一含义-橘黄色的。‎ ‎4.‎ Whatcan you see?‎ I can see…‎ What colour is it?‎ It’s… ‎ 5. purple ‎ pink Point the orange,‎ T: What can you see?‎ ‎ What colour is it?‎ a. answer the question b. read it together c. practice:‎ T-Ps ‎ Ps-T ‎ girls-boys ‎①Let the ball change into the purple flower and the pink flower.‎ T: what can you see?‎ P1: I can see…‎ T: What colour is it?‎ P1: It is …‎ To elicit: purple a. read and spell ‎ pur-ple pur p-u-r, ple p-l-e ‎ purple p-u-r-p-l-e ‎(read it together, then read it one by one)‎ b.‎ Point the pink flower , and ask:‎ Is it a purple flower?‎ To elicit: pink a. guess the word:‎ p in k d. practice the words: ‎ ‎ purple pink choose one word and say like this:‎ pink pink I like pink.‎ I like the pink flower.‎ 继续用变魔术的形式来引出,可激发学生的兴趣。‎ 通过分解音节,可以降低学生拼读记忆单词的难度。‎ 根据发音猜单词,为学生今后的语音学习打基础,同时也能帮助学生记忆单词。‎ 通过简短的说话练习,可操练到所学单词,又可潜意识的告诉学生颜色类的词前面不加the, a, an .‎ ‎ black ‎ brown ‎②Let the ball change into two cakes, one is black, one is brown.‎ a. T: What can you see?‎ ‎ What colour is it?‎ To elicit: black brown b.‎ Teaching the words.‎ Listen to my reading, and then read after me using different volume c.‎ Read and spell by themselves, try to find the way to remember them.‎ d.‎ Make the sentences:‎ The is black.‎ The is brown.‎ ‎③Quick response:‎ Look at the screen, if they know, they can stand up and read them. ‎ ‎④‎ Have them look at the things on the screen, make the dialogue: ‎ What can you see?‎ I can see…‎ What colour is it?‎ It’s…‎ a. T and one student set an example b. P1-P2‎ c. Do the pair work.‎ ‎⑤Tell them:‎ I can see a flower.‎ 看着老师嘴唇听发音,能让学生准确的模仿出来。用不同的音量来读单词学生也很感兴趣。‎ 让学生自主学习,找到一种适合自己的方法来记忆单词,并可以教会其他的学生。‎ 用快速反映这种形式来综合操练颜色类的单词。‎ 将单词和句子结合起来操练,学以致用。‎ What can you see?‎ I can see a .‎ What colour is the…?‎ It’s…‎ It is purple.‎ ‎= I can see a purple flower.‎ a. Read it.‎ b. Pair work What can you see?‎ I can see…‎ ‎⑥‎ Point the pink flower,‎ And say: ‎ The flower is pink.‎ Then point the purple one and ask:‎ What colour is the flower?‎ It is… ‎ a. read it ‎ b. pair work:‎ What colour is the…?‎ It’s…‎ 适当拓展,让学生对两句合一句有个初步的了解。‎ ‎ 拓展询问具体物体颜色的问句,教会学生灵活运用所学知识。‎ Post-task activity Dialogues.‎ Give some colours, objects, daily expressions and sentence structures, and then let them make the dialogues in pairs.‎ e.g. red umbrella ‎ Good morning. Goodbye!‎ ‎--Good morning.‎ ‎--Good morning.‎ ‎--What can you see?‎ ‎--I can see an umbrella.‎ ‎--What colour is it?‎ ‎--It’s red.‎ ‎--Goodbye.‎ ‎--Goodbye.‎ ‎ 让学生自行选择物品,颜色,日常用语,句子结构来编对话,能发挥他们的主观能动性和创造性以及与他人的合作能力。‎ Assignment Homework ‎1. Copy the new words.‎ ‎2. Find out the colours around us.‎ 板 书 设 计 M1U1What can you see?‎ purple pink black brown What can you see?‎ I can see a flower.‎ What colour is it? I can see a purple flower. ‎ It’s purple.‎ What colour is the flower?‎ It’s purple.‎ 教 学 反 思 ‎(建议从目标反思、过程反思、效果反思、改进意见等方面反思)‎ Period 2‎ Title M1U1 What can you see?‎ Look and say Say and act Aims Basic aims: ‎ 1. Knowledge aims a. Learn to say : What colour are they? They are…‎ b. Using the modal verb “can” to identify what one can see ‎ e.g. I can see three rabbits.‎ ‎2. Ability aims Using the key pattern “ What colour are they? They are…” to communicate with others.‎ ‎3. Emotional aims Encourage the pupils trying to talk with others bravely and politely.‎ Developing aims: ‎ ‎1. Using Wh-questions to find out the special objects’ colours ‎ e.g. What colour are the rabbits?‎ ‎2. Using the modal verb can to identify what one can see the colour of the object e.g. I can see two yellow pears.‎ Main points ‎1. Using Wh-questions to find out the colours of objects ‎ e.g. What colour are they?‎ ‎2. Using adjectives to identify colours e.g. They are white.‎ Difficult points ‎1. Pronouncing “they” correctly; ‎ ‎2. Expressing the objects they can see correctly e.g. I can see three rabbits.‎ Teaching aids Multi media Procedures Steps Contents Methods ‎ Purpose Pre-task preparation Rhymes Revision the words of colours.‎ Talking ‎ Read the rhymes together.‎ Read the word cards quickly.‎ T--P ‎ ‎(the main sentence structure is “What can you see? I can see.. What colour is it? It’s..”)‎ 课前儿歌的诵读能让学生尽快进入英语学习的状态。‎ ‎ 复习上节课所学过的内容,可以了解学生的学习情况和掌握程度。‎ While-task procedure What colour are they?‎ They are…‎ ‎①Show an apple,‎ Then ask several students:‎ What can you see?‎ I can see an apple.‎ What colour is it?‎ It is…‎ ‎②Tell them this apple is on a small apple tree.‎ After several days latter, it has eight apples. then ask:‎ What can you see? ‎ I can see…(eight apples)‎ What colour are they(他们)?‎ They are…(red).‎ a. practice: they ‎(read it in different patterns)‎ b. compare: they are ‎ ‎ there are c. read the sentences:‎ 用一个苹果来引出本课的教学内容,先从单数开始。‎ ‎ 通过苹果树的生长来引出复数的情况。‎ 及时将两个发音相似的易混淆的 what colour are the...?‎ They are...‎ What can you see?‎ I can see the …‎ What colour are they?‎ They are red.‎ ‎(read it after me, T-P, boys-girls, P –P)‎ d.Have them practice the sentence “They are…”‎ Look and say: ‎ e.g. It is an apple. It is red.‎ They are apples. They are red.‎ ‎(T-P, T-Ps, P1-Ps)‎ ‎③Add some things around the apple tree. Then have them choose one thing and make the dialogue using:‎ What can you see?‎ I can see…‎ What colour are they?‎ They are…‎ ‎④ T: The apples are red. Are the rabbits red?‎ What colour are the rabbits?‎ They are…‎ a. read b. pair work T: Yes. The rabbits are white.‎ ‎ I can see the white rabbits.‎ ‎ What can you see?‎ I can see the .‎ a. read ‎ b. pair work 单词拿出来辨别区分,避免学生因发音不准确而将两个混淆。‎ 在操练it的复数是they的同时,也将he/she进行举例,让学生全面掌握they 的含义。‎ 通过在苹果树的周围增加一些事物来形成一幅美丽的画面,将范围扩大,同时也增加了学生练习说话的机会。‎ 拓展内容。可以提高部分学有能力的学生的知识面。‎ Post-task activity In the park Tell them this picture is a corner of a park.‎ a.Then look at the whole park.‎ Choose the things you like best to make dialogue with the desk mates.‎ ‎ 再次放大范围,增加操练机会;将单复数情况同时出现在一个画面中,让学生有所对比。‎ b. Make a short passage:‎ In the park I am in the park.‎ I can see a .‎ It is .‎ It is .‎ I can see .‎ They are .‎ And I can see .‎ I am happy.‎ 用两种不同形式进行巩固,学生可以根据自己的实际能力选择作业。‎ Assignment ‎ Homework ‎1. Copy the new sentences.‎ ‎2. Listen and follow in the cassette.‎ 板 书 设 计 M1U1What can you see?‎ What can you see? they(他们) I can see eight red apples.‎ I can see eight apples. (个数+颜色+名复)‎ What colour are they? What colour are the apples?‎ They are red. They are red.‎

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